Business education confronts a pedagogical paradox: widespread endorsement of stakeholder capitalism rhetoric alongside curricula that rarely provide authentic stakeholder integration experience. This article examines how reciprocal university-community partnerships can serve as pedagogy for stakeholder management—teaching students to navigate complex stakeholder environments by operating within them rather than analyzing them abstractly. Drawing on stakeholder theory, organizational partnership scholarship, and social value creation frameworks, the analysis develops a business school-specific model distinguishing reciprocal engagement from the extractive consulting paradigm that shapes student expectations. The framework synthesizes evidence on partnership approaches across business disciplines (accounting, finance, marketing, operations, entrepreneurship), revealing how each creates distinctive value propositions for community organizations while developing domain-specific competencies. Organizational implementation strategies address tensions unique to business schools: managing corporate and community partnerships simultaneously, navigating capitalism critiques, leveraging alumni networks and executive education as partnership infrastructure, and measuring multidimensional value in analytically rigorous ways. The article positions business schools as civic economic development actors whose community partnerships can demonstrate stakeholder capitalism in practice while building regional prosperity, challenging the assumption that business education must choose between academic rigor and public purpose.

Assessing the quality of undergraduate business education in Bangladesh using higher-order thinking skills

Evaluating teamwork efficacy in enterprise education for Arab female engineers: a process-centric perspective

Is entrepreneurship for me, too: Investigating the efficacy of enterprise education in the creative industries in the United Arab Emirates

Sustainability is one, but not the only issue that has been identified as the major problem the world faces today. Nevertheless, business education in the poorest countries like Nepal often neglects sustainability topics and therefore cannot be considered effective. The present research uses People's Campus in Kathmandu as a case study to find out if experiential workshops can be of great help in the case of teaching sustainable business practices. The study map out the workshops in terms of content, delivery, engagement, learning outcomes, and logistics, it then assesses the effectiveness of each workshop through a descriptive survey method and a standardized questionnaire with a 5-point Likert scale. The author analyzed the quantitative data from participant comments by working with mean score evaluations and frequency distributions. The findings reveal that the workshops incredibly empowered the participants with great tools for sustainable business planning and also the communication of the relevant information. The tools received a rating more than 75% of the participants as beneficial and everyone considered the material to be appropriate. However, a lot of the ratings were implicit, reflecting that the areas of participation, facilitator communication, and session measurement are the ones where more attention should be given. A few people requested more detailed and personalized content but on the whole, the learning effects were very satisfactory and 68% of the participants stated they had become more confident. The logistics were rated the highest among the different aspects, for instance, the venue and the materials. The study confirms the role of experiential, active learning in business education and additionally contributes to the very limited literature on sustainability education in South Asia. It also presents the very useful recommendations for workshop design improvement, such as more efficient logistics, better interaction tactics, and flexible content delivery. The outcome of the research portrays the use of workshops as a large-scale method of incorporating sustainability into business education in Nepal and similar environments.

The integration of AI (Artificial Intelligence) in commerce studies is transforming educational paradigms, offering new opportunities and challenges for students. This study explores student experiences with AI tools in commerce education, examining perceived advantages as well as challenges faced by them, such as E.L. (Enhancing Learning), Sk. D. (Skill Development), Ac. I. (Access to Information), B.U. (Better Understanding) and O (Other) and challenges faced by students like as P (Privacy), E (Ethical), Acc .I. (Accuracy Information), R.H.I. (Reduced Human Interaction) and A.O. (Any Other). Additionally, the research investigates gender-based adoption trends, assessing whether male and female students differ in their engagement with AI technologies with ChatGPT, Meta AI, DeepSeek and Gemini. The required data collected through a structured questionnaire in the form of google with the sample size of 144 with convenience sample from commerce first year, second year and third year students. Moreover, applied Chi-Square test at 5 percent significance level. The study highlights key insights into AI’s role in shaping modern business education and identifies potential disparities in technology adoption. The findings contribute to discussions on equitable AI integration and its implications for future commerce curricula.

Navigating Entrepreneurial Readiness of Business Education Students through Digipreneurship Competencies: Insights from Nigerian Tertiary Institutions

The article discusses the features of business communication education in modern conditions. The main aspects of this process are examined. Methods of business communication education are presented and problems of modern education in this area are analyzed. Proposals for improving the quality of training aimed at enhancing its practical significance in accordance with the requirements of contemporary communication are offered.

Business education often overlooks the effects of neoliberal ideology in reproducing historical inequalities and disparities in public projects. Their curriculum and teaching approaches scarcely reflect and criticize the systematic, negative, and hidden predatory formations that support the logic of extraction and exclusion. This paper proposes that a responsible innovation approach facilitates questioning the practices that emerge from institutional spaces when co-producing neighborhood planning with the community. Furthermore, it holds accountable institutions in governing the conception of public spaces while preventing them from causing damage in the first place. This work describes an educational and community engagement project where we implemented a responsible innovation approach aimed at fostering inclusive, ethical, and transparent practices to oversee a public project. I use a long-term case study to first contextualize the promises, tensions, perils, complexities, and challenges of constructing a new aquatic center in North Portland. Second, to document how students reflect on the power dynamics that hinder an inclusive project approach. We collected data through interviews, co-creation sessions, reflection-in and on-action, community feedback, and archival records. Over three years, we identified various levels of transgression and power dynamics that impacted community members differently, particularly minorities, and how these factors influenced their involvement in the public project. A responsible innovation approach can support individuals within an institution in reflecting on their praxis and its impact on society. It enables them to recognize and address the apparent unforeseen consequences, make explicit the normative within the technical, coalesce plural views, and encourage collective learning.

This study investigated the relationship between mentoring skills and career progression of business educators in colleges of education in South-West, Nigeria. To guide the study four research questions were raised and four hypotheses were formulated and tested at 0.05 level of significance. The study adopted correlational survey research design. A population of 122 business educators was used for the study which also served as sample of the study. The research instrument used was a structured questionnaire titled “Mentoring skills and Career Progression Questionnaire (TWCDQ). The questionnaire was segmented into two parts. Part A and B. Part A consisted of the demographic variables of the respondents such as ownership of colleges of education and sex. Part B was grouped into sub-section 1 and 2 that measured the relevant variables of business educators’ mentoring skills and career progression. Cronbach Alpha statistics was used to determine the reliability of the instrument which yielded a coefficient of 0.73 and 0.75 for mentoring skills and career progression respectively. The instrument was validated by three experts from department of Business Education, Bamidele Olumilua University of Education, Science and Technology, Ikere Ekiti, Ekiti State. Pearson Product Moment Correlation Coefficient was used to test the hypotheses at 0.05 level of significance. The result of the study indicated that mentoring skills is significantly related to career progression of business educators. It was concluded that mentoring is significantly related to career progression of business educators. Based on the study, it was recommended that deliberate effort should be made by management of college of education to design and promote mentorship programme that will enhance career progression of business educators.

Supply chain technology is an essential component of business education as organisations increasingly adopt digital tools to enhance efficiency, visibility, and responsiveness across supply chain networks. However, students often face challenges in understanding and retaining the wide range of technologies involved. This study investigates the effectiveness of mind mapping as a pedagogical strategy to enhance comprehension of supply chain technology concepts among undergraduate students at the Faculty of Business and Management, Universiti Teknologi MARA (UiTM) Puncak Alam. Using a pre- and post-test design, the lecturer provided a structured mind map on the topic, followed by group discussions where students completed an exercise covering 17 areas of supply chain technology. Findings reveal a transformative shift in learning outcomes. Pre-intervention, only 25.0% of students reported possessing basic knowledge, with the majority (63.3%) remaining neutral. Post-intervention, positive agreement surged to 100%, eliminating the neutral and negative sentiment blocks. Specifically, the ability to differentiate technologies was initially the lowest-rated metric, with only 31.7% positive agreement that improved to 100%, while the mean score for this competency rose from 3.10 to 4.59. Additionally, student confidence in the application increased from a mean of 3.55 to 4.54. The study concludes that mind mapping serves as a critical cognitive scaffold, effectively converting uncertainty into mastery. By aligning with visual learning preferences, the tool bridges the gap between passive retention and active application, suggesting it is an essential strategy for teaching data-dense supply chain curriculum.

How do LLMs perform in the context of MCQs across different levels of thinking skills in a business education course at higher education? A comparison of ChatGPT, Gemini, and Copilot

Integrating AI chatbots for enhancing academic support in business education: A SEM-Based study toward sustainable learning

The study aims to examine the gaps between the competencies of business graduates and the expectations of employers and academic institutions in developing countries at the tertiary level of education, using SERVQUAL model. Data were collected through an online survey from Bangladeshi business graduates, faculty members, and employers, and analyzed using SPSS for descriptive statistics, gap analysis, and hypothesis testing. Results reveal significant discrepancies in instrumental, interpersonal, and professional competencies—employers rated expectations higher than graduates’ self-assessments, while faculty members viewed graduates more positively than employers did. The study highlights the necessity of strengthening the alignment between academic preparation and industry expectations to enhance graduates’ employability. It also provides a comprehensive framework that incorporates the perspectives of the three key stakeholders and offers empirical insights from a developing country context, providing valuable guidance for refining business education programs and addressing skill mismatches in emerging labor markets.

Transformative economies and complex Thinking: Enhancing sustainability competencies in business education

Governance education and innovation in family businesses: Insights from leadership transitions in China

The use and usefulness of artificial intelligence in international business education. Evidence from a field study

Beyond the Backlash: Integrating DEI in business education to develop responsible leaders

Beyond the classroom: A retail store based experiential learning approach to business education

This study investigated computing competencies needed of university businеss еducation graduatеs for employability in South-South Universities of Nigeria. One research question and three (3) hypotheses guided the study. The study adopted a descriptive survey design; the targeted population comprises 235; The breakdown is 138 businеss еducation lecturers in state universities and 97 businеss еducation lecturers in federal universities. Since the population is manageable, there was no sampling. A 20-item questionnaire was the instrument used for data collection. The questionnaire was divided into two parts: Part A contained five (5) items of demographic variables of the respondents – Name of university, Type of university, Rank, Sex, and Job experience. Part B contained 15 items based on one (1) research question. The questionnaire was structured on a 4-point scale of responses: Very Highly Needed (VHN), Highly Needed (HN), Moderately Needed (MN), Not Needed (NN). There was face and content validity of the instrument. In order to ensure the internal consistency of the instrument, a total of 12 copies of the questionnaire were administered to 12 lecturers in businеss еducation at Nnamdi Azikiwe University, Awka, in the South East, Nigeria. The data obtained were subjected to Cronbach's Alpha, which yielded a reliability coefficient of 0.89. A total of 235 copies of the questionnaire were administered to 235 lecturers, and 218 were fully completed and returned within a period of three weeks. There was a return rate of 92.77%. The data collected were weighted and analysed as follows: Very Highly Needed (VHN) – 4 points, Highly Needed (HN) - 3 points, Moderately Needed (MN) - 2 points, Not Needed (NN) - 1 point. The results indicate that there is a strong demand for cloud computing, MS Word processing, MS Excel processing, Adobe PageMaker processing, and others. The outcome of the hypotheses indicates that there is no notable difference in the average ratings of male and female computing skills required by business education graduates for employability in universities located in South-South Nigeria. There is no notable difference in the average ratings regarding state and federal lecturers' computing skills required by business education graduates for employability in universities within South-South Nigeria, among other factors.